摘要
心理语言的获得可能会影响语言概念的发展,通过语言言据性与暗示性之间的概念联系来研究这种可能性。年幼的孩子时而被暗示,往往在被询问时会改变他们的报告或记忆。我们将研究如何获得土耳其语信息访问的语言标记,因为它们可能会影响儿童的建议倾向。首先讨论语言暗示性的概念基础,然后讨论语言言据性尤其是中介效应这种关系,最后提出了一个暗示性范例来证明这种中介效应。这种设计显示了儿童会自动评估说话者的知情度以避免被语言线索所欺骗。
Recent research suggests that acquisition of mental-state language may influence conceptual development.We examine this possibility by investigating the conceptual links between evidentiality in language and suggestibility.Young children are disproportionately suggestible and tend to change their reports or memories when questioned.we will examine how the acquisition of linguistic marking of informational access in Turkish could influence children’s proneness to suggestion.We start with discussing the proposed conceptual underpinnings of suggestibility.Then,we will discuss how language—evidentiality,in particular—mediates this relationship.And finally,we propose a suggestibility paradigm to demonstrate this mediation effect.Such a design appears to reveal children’s sensitivity to linguistic cues in assessing comparative informedness of the speakers to avoid being deceived.
作者
王莉
WANG Li(School of Foreign Languages,Daqing Normal University,Daqing 163712)
出处
《大庆师范学院学报》
2020年第6期82-90,共9页
Journal of Daqing Normal University
基金
黑龙江省教育科学规划重点课题“基于OBE理念的中医药院校医学人文课程改革的探索与实践”(GJB1320347)。
关键词
言据性
暗示性
学龄前儿童
中介效应
Evidentiality
Suggestibility
Young children
Mediation Effect
